Efficacy of a School-Based Mental Health Intervention Based on Mindfulness and Character Strengths Use Among Adolescents: a Pilot Study of Think Happy-Be Happy Intervention

Abstract This study investigated the efficacy of a school-based intervention (8 sessions 45 min) based on mindfulness and character strengths use (i.e., “Think Happy-Be Happy”). A quasi-experimental study, including assessments at baseline, post-intervention one week after intervention), follow-up six months intervention) was performed. Results revealed that adolescents who participated in all experienced significantly increased well-being emotional, psychological, social well-being) decreased hyperactivity/inattention symptoms peer-related problems compared to did not participate intervention. The “intention treat” analyses showed started intervention, regardless number they attended, However, significant outcomes were maintained follow-up. Nevertheless, this demonstrates integrating with interventions might have potential promote mental health terms both reduced psychological problems.